Technical Assistance in Ohio: Year 5

Overview of Planned Work

The three proposed Year 5 projects include (1) Ohio’s Early Literacy Plan; (2) Ohio Competency-Based Education Pilot Program; and (3) English Learners and Early Literacy. Each of these projects, except for employability skills, represents a continuation and deepening of technical assistance work from Year 4. The proposed work detailed here is a result of two or more meetings with ODE project leads and key GLCC staff from March-July, 2016. The proposed projects are also informed by a meeting arranged by ODE senior leadership.

Project 1: Ohio's Early Literacy Plan

This continuing project will support Ohio’s Early Literacy Plan, or implementation of Phase II of the State Systemic Improvement Plan. The goal of this work is to improve early literacy outcomes for all students, grades K-3, including students with disabilities. In Year 5, GLCC will continue to provide content expertise in collaboration with the National Center for Systemic Improvement (NCSI) to support “Language Essentials for Teachers of Reading and Spelling” (LETRS) training and coaching for regional early literacy specialists and internal district facilitators. GLCC will also serve as a thought partner and tool and material codeveloper to support highly-functioning leadership structures and utilization of the Ohio Improvement Process (OIP) as a framework for implementing LETRS.

Project 2: Ohio’s Competency-Based Education Pilot Program

The Ohio competency-based education (CBE) pilot program was conceived through legislation as a way to restructure how and when students master key content. The goal of this work is to graduate students who are ready for college and careers. Through GLCC-provided content expertise, ODE and pilot program sites translated state standards into a set of overarching competencies. GLCC has also played a key facilitative role in communicating the CBE work with other offices at ODE. In Year 5, GLCC will collaborate with the Center on Standards and Assessment Implementation (CSAI) to conduct an external competency validation process; with the College and Career Readiness and Success Center (CCRS) to pilot post-secondary articulation agreements with higher education, and with the Center on Innovations in Learning (CIL) to support the development of an online competency development tool.

Project 3: English Learners and Early Literacy

Title III achievement targets for EL students continue to fall short in at least 80 districts in Ohio. The goal of this project is to build the capacity of general content teachers as well as EL specialists to design and deliver lessons that integrate language and content instruction to EL students, especially focused on grades K-3. This capacity-building effort is led by regional early literacy specialists, EL regional coordinators, and EL coordinators who work with multiple districts. In Year 5, GLCC will continue to work with the Center for Applied Linguistics (CAL) to provide regional capacity-building focused on a program called: “What’s Different About Teaching Reading to Students Learning English”? and to leverage this work with that of LETRS to have even more impact at the district and school level. GLCC will also work with AIR’s Center for English Learners to develop resources that extend the reach of professional learning to districts not served by a regional provider.